ERIC EJ1331043: Science Teachers' Views on the Use and Effectiveness of Interactive Simulations in Science Teaching and Learning

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International Journal of Instruction January 2022 ● Vol.15, No.1
e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X
pp. 277-292
Article submission code: Received: 31/12/2020 Accepted: 16/07/2021
20201231225908 Revision: 22/06/2021 OnlineFirst: 24/10/2021

Science Teachers' Views on the Use and Effectiveness of Interactive
Simulations in Science Teaching and Learning

Mhamed Ben Ouahi
Ibn Toufail University Faculty of science Kenitra, Morocco,
[email protected]
Driss Lamri
Regional center of education and training Rabat /Kenitra, Morocco,
[email protected]
Taoufik Hassouni
Regional center of education and training Fes/Meknes, Morocco,
[email protected]
El Mehdi Al Ibrahmi
Ibn Toufail University Faculty of science Kenitra, Morocco,
[email protected]

The objective of this article is to identify and discuss the views of teachers of
physics-chemistry (Ph-Ch) and Life and Earth Sciences (LES) on the use and
effectiveness of interactive simulations PhET (Physics Education Technology) in
student teaching and learning. A survey research method was used in this study.
114 Moroccan science teachers (67 Ph-Ch; 47 LES) at middle and high schools
were surveyed. The quantitative analysis was performed to provide insight into
who uses PhET simulations, why they use them, and how they are used. The data
collected was analyzed using Statistical Package for the Social Sciences (SPSS)
software. The results indicate that the use of interactive simulations in investigative
science teaching and learning is very effective for both teachers and students,
despite the presence of a set of obstacles that hinder the use of classroom
simulations. The implication of this research is that the use of interactive
simulations in science teaching in Morocco can enhance learning activities and
help students to understand scientific concepts effectively.
Keywords: science learning, interactive simulation, PhET, teacher views, effectiveness,
obstacles
INTRODUCTION
Educational techniques are one of the basic pillars of the educational learning process.
They represent an integral part of the global educational system, because the challenges
Citation: Ben Ouahi, M., Lamri, D., Hassouni, T., & Al Ibrahmi, E. M. (2022). Science teachers'
views on the use and effectiveness of interactive simulations in science teaching and learning.
International Journal of Instruction, 15(1), 277-292. https://doi.org/10.29333/iji.2022.15116a
278 Science Teachers' Views on the Use and Effectiveness of …

facing the world and the rapid changes in all areas of life have forced educational
institutions to adopt Information and Communication Technologies (ICT) and its latest
developments to achieve its objectives according to the educational system. In this
sense, Morocco, like all developing or Western countries, has understood the
importance of the use and integration of ICT in its education system (Mastafi, 2013).
Therefore, an ambitious national program is being implemented, such as the program for
the Generalization of Information and Communication Technologies in Education in
Morocco GENIE (launched in early 2006 and revised in 2009) in application of the high
royal instructions and in accordance with the provisions of the National Charter of
Education and Training (MEN, 2002) in its levers 10 and 11. ICT is also part of the
emergency plan 2009-2013 and the strategic vision of the 2015-2030 reform which aims
in its twelfth project to strengthen the integration of educational technologies to improve
the quality of learning, the integration of digital media and interactive tools in teaching
and learning activities as well as research and innovation (CSEFRS, 2015). The use of
interactive simulations in the science education curriculum is also part of these
guidelines.
The interactive simulation that can be used in science education is PhET (Physics
Education Technology). The PhET project (http://phet.colorado.edu) was developed by
the University of Colorado at Boulder (K. Perkins et al., 2012). This site provides free
learning simulations in physical science, mathematics, chemistry, biology, and earth
sciences that can be downloaded for the benefit of classroom instruction or that can be
used for individual learning (Sinulingga et al., 2016). These learning simulations are
also compatible with various learning objectives, implementation contexts, pedagogical
approaches, grade levels and learners.
The Simulations interactive PhET helps teachers and students to see something that is
not visible such as atoms, electrons, photons, and electric fields (C E Wieman et al.,
2013). They may also provide a common depiction between students and teachers who
are facilitating all communications and instructions. PhET simulations offer teachers
multiple opportunities to develop rich learning activities. Their main quality is to
encourage students to use them with minimal guidance to explore physical phenomena.
They have been specifically designed to achieve this objective (Carl E. Wieman &
Perkins, 2006).
The simulations PhET can replace experiments that are difficult to control, dangerous,
or impossible to perform in the laboratory, such as working with nervous systems,
lightning, or dynamite (Ndihokubwayo, 2017).The advantages of this simulations are
that they give students the opportunity to interact with dynamic visuals, focus on
exploring inquiry, provide fast feedback and experience using multiple representations
(Moore et al., 2013) .Thus, PhET simulation can be used as a solution to improve
students' creativity in natural science lesson (Astutik & Prahani, 2018). Student
problem-solving skills are influenced by the type of approach used through inquiry-
based learning with PhET simulation (Yuliati et al., 2018).
This simulation is an effective method for teaching concepts, activities, and experiments
due to its flexibility and vitality, especially in various scientific fields, such as physics
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Ben Ouahi, Lamri, Hassouni & Al Ibrahmi 279
and earth science, which are difficult to teach based on usual methods (K, 2017).
Interactive simulations also help transfer the effect of learning to other situations and
apply it in similar situations in working life (K. Perkins et al., 2012). In addition,
interactive simulations reduce the time and effort required to conduct experiments
compared to realistic laboratories (Roschelle et al., 2000).
The integration of interactive simulations in the educational space can activate multiple
skills in science learners such as observing, measuring, predicting, controlling variables,
formulating hypotheses and interpreting results (Droui & El Hajjami, 2014; Mahdi &
Laafou, Mohamed.R, 2018). It allows learners to explicitly develop metacognition and
allows them to reflect on their learning (Droui & El Hajjami, 2014), it also improves
classroom motivation and interest (Martinez-Jimenez et al., 2003; Stéphane & Ze,
2018), and presents itself as an effective predictive tool (Lavoie & Good, 1988). On the
other hand, the simulation based on the investigative approach is able to help students
overcome their learning difficulties and partially solve a problem of widespread
misconceptions (Jemaa & Boilevin, 2016).
Several studies have investigated the effectiveness of computer simulations in science
teaching and learning. (Bell & Smetana, 2008; Rutten et al., 2012) have found that the
use of simulations can improve teaching effectiveness. In addition, (Dega et al., 2013)
showed that in the abstract conceptual domains of electricity and magnetism, cognitive
perturbation strategies through interactive simulations are more effective than cognitive
conflict strategies through interactive simulations in facilitating conceptual change.
Internationally, a number of researches have focused on teachers' views on the use of
interactive simulations in science education (Physics, Life and Earth Sciences). Science
teachers (high schools, middle schools) who are using PhET in their lessons report that
PhET simulations are flexible tools used by a wide range of educators with a variety of
student populations to shore a wide range of pedagogical objectives and use a variety of
pedagogical approaches (K. K. Perkins et al., 2015). Similarly, a study(Price et al.,
2018) examined a ~ 2000 responses from secondary teachers on how they used
interactive PhET simulations and the value they considered as students. This study
showed that teachers valued flexibility. They used more simulations to achieve various
learning objectives (understanding content, scientific process, and motivation).
However, Several researches find that teachers have difficulties in integrating
technology into their lessons (Erdem, 2019; Ghavifekr & Rosdy, 2015; Proctor et al.,
2013), due to current lack of materials in schools, lack of consultant staff to guide
teachers, insufficient professional development in the field of technology, complaints
about time pressure due to teachers' inability to manage time effectively and teachers'
lack of competence in information technology, and pressing concern about whether the
use of interactive simulation can directly contribute to test scores (Bo et al., 2018).
Although studies such as (Ben Ouahi et al., 2021; Droui & El Hajjami, 2014; Mahdi &
Laafou, Mohamed.R, 2018; Nafidi et al., 2018) can be found in the Moroccan literature
on the use of interactive simulations in science education, there are no studies on this
topic covering the views of science teachers on the use and effectiveness of interactive
simulations in teaching. This research was conducted to address this gap in the
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280 Science Teachers' Views on the Use and Effectiveness of …

literature. The effective use of interactive simulations in science classes has gained
importance since students have difficulty in learning science subjects. Therefore, the
purpose of this research is to determine the views of physics and life and earth science
teachers on the use of simulations to enhance teaching in middle schools and high
schools, and to identify factors that may hinder this use by asking the following
questions:
1. What are teachers' views on the effectiveness of using simulations in science?
2. What are the types of approaches used by teachers when using interactive
simulations in their classrooms?
3. What are the main obstacles hindering the use of interactive PhET simulations in the
classroom?
METHOD
Research design
In this research, we used quantitative methodology to collect and analyze the data from
all the respondents. The questionnaire was developed and finalized before being shared
with the participants. The aim of this research is to explain the current state of
simulation interactive integration in Moroccan science teaching from the science
teacher’s perspective. This design allows us to evaluate the views of science teachers as
a first step toward understanding why simulations are used in science teaching and
learning.
Participants
The overall total of respondents for this research consisted of 114 teachers in the
physics-chemistry and life and earth sciences disciplines who use interactive simulations
in their classrooms. Table 1 provides general information on the responding teachers.
Table 1
General information on the responding teachers
Factors Frequency Percentage (%)
Female 34 29,82
Gender
Male 80 70,18
Between [23 and 33 years old] 52 45,61
Age Between [34 and 43 years old] 23 20,18
[Over 43 years old [ 39 34,21
Ph-Ch 67 58,77
Subject taught
LES 47 41,23
Middle school 69 60,53
Type of School
High school 45 39,47
< 5 years 26 22,81
[5-10] years 31 27,19
Teaching
]10-15] years 21 18,42
Experience
]15- 20] years 11 9,65
>20 years 25 21,93
Urban 67 58,77
School Area
Semi-urban 28 24,56

Rural 19 16,67
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Ben Ouahi, Lamri, Hassouni & Al Ibrahmi 281
In the total population (n = 114) based on gender, there are 80 men respondents with a
percentage of 70.18% versus only 34 women with 29.82%. The population of our study
is formed mainly of young teachers: 52 (45.61%) have an average age of less than 33
years, 23 (20.18%) have an average age between 34 years and 44 years and only 39
(34.21%) are over 45 years old. Among the overall respondents based on the subject
taught, there are 67 (58.77%) respondents who teach the subject physics-chemistry
compared to the subject life and earth science with 47 (41.23%). From the total
population based on type of school, there are 45(39.47%) respondents who are teaching
in high school as compared to middle school 69 (60.53%). The teaching experience of
the teachers in our survey who responded to our questionnaire was very
heterogeneous,57 (22.81%+ 27.19%= 50%) are less than 10 years old, only 25
(21.93%) have more than 20 years of seniority. This indicates that our population is
young. Of the total population based on the school area, more respondents are teaching
in the urban and semi-urban school area with 95 (83.33%) as compared to respondents
who are teaching in the rural school area with 19 (16.67%).
Instrument
In this study, we used a survey questionnaire (30 items) developed and validated by
three experts (two science teachers with long experience in teaching and one educational
inspector). The aim of this instrument is to explore science teachers' views on the
effectiveness and integration of interactive simulations in the learning of Life and Earth
Sciences (LES) - Physics and Chemistry (Ph-Ch) in high and middle school and their
effect on student learning. The questionnaire consists mainly of four sections: the first
section deals with respondents' personal data and includes 6 items that include gender,
age, teaching experience, the subject they teach, the type of school, and the school area.
The second section consists of 2 items that address the type of approach teachers follow
when using simulations and the timing of their use. The third section consists of 12
items on teachers' opinions of the use of simulations in the classroom and their effects
on student learning. The fourth section consists of 9 items that examine the obstacles
that hinder the use of simulations in the classroom. Six-Likert-scale (ranged from 6 =
Strongly Disagree, 5 = Disagree, 4 = Slightly Disagree, 3 = Slightly Agree, 2 = Agree,
and 1 = Strongly Agree) has been used in third section. We used closed-ended questions
in the first, second, and fourth sections because they are easier to analyze, as each
answer can be assigned a number or value, allowing the statistical meaning to be
evaluated. Regarding the reliability of the internal consistency, the Cronbach’s alpha
value was found to be 0.904, which shows that the reliability is excellent (α ≥ 0.9)
(Taber, 2018).
Procedure and Data Collection
After developing and validating the questionnaire, we shared it randomly online
(Facebook, WhatsApp, Telegram) using the Google-Forms tool with Moroccan science
teachers (physics-chemistry and life and earth sciences), who use interactive simulations
in their teaching. The data was collected within 2 weeks (July 2020) through random
sharing. The data collected from the respondents was analyzed using Statistical Package
for the Social Sciences version 23. Descriptive statistics analysis using frequency,
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282 Science Teachers' Views on the Use and Effectiveness of …

percentage, mean, and standard deviation was used to analyze the data collected from
the questionnaire.
FINDINGS
Science teachers' views regarding the use and effectiveness of simulations in science
education, and factors that hinder their use are presented in the tables (2 to 4) and
figures (1,2 and3) below. Participants' responses to each questionnaire statement are
also presented.
The types of pedagogical approaches that teachers follow when using simulations
and the timing of their use.
Analysis of the data collected on the multiple-choice question "What type of approach
do you take when using simulations in the classroom" shows that most teachers
implement interactive simulations in various ways in their classrooms (Table 2, Figure
1). Almost two thirds of respondents 64% use the investigative approach when using
simulations, while 22.8% use the deductive approach and the rest of the teachers 13.2%
use the inductive approach.
Table 2
Type of approach, time of use of the simulations
Taught subjects
Ph-Ch LES
Frequency and Percentage (%) Total
aT Inductive approach 9 (7,9%) 6 (5,3%) 15 (13,2%)
pproaype o Deductive approach 13 (11,4%) 13 (11,4%) 26 (22,8%)
ch f Investigation approach 45 (39,5%) 28 (24,5%) 73 (64%)
usT Before the practical experiments 26 (22,8%) 11 (9,7%) 37 (32,5%)
seimim
ulatioing o ABeftfeorr eth aen pdr aacftteicr aplr eaxcptiecrailm eexnptesr iments 173 ( 6(1,11%,4)% ) 95 ((74,,94%%)) 2122 ((1190,,35%%))
n f
Instead of practical experiments 21 (18,4%) 22 (19,3%) 43 (37,7%)

Figure 1 Figure 2
Pedagogical approaches Timing of simulation use
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Ben Ouahi, Lamri, Hassouni & Al Ibrahmi 283
Table 2 and Figure 2 above show that most respondents 37.7% (18.4% Ph-Ch; 19.3%
LES) indicated that they use classroom simulations instead of the practical experiments
programmed in the textbook, while 32.5% (22.8% Ph-Ch; 9.7% LES) of respondents
use them before doing the practical experiments, and 19.30% (11.4% Ph-Ch; 7.9% LES)
of respondents use them after practical experiments. Twelve participants (6.1% Ph-Ch;
4.4% LES) used them before and after the practical experiments.
Teachers' views towards the use of simulations in teaching and their effect on
student learning.
Table 3 below presents teachers' views on the use of simulations in the classroom. It
shows that many respondents (77.2%) slightly agreed or strongly agreed or agreed that
they use simulations in teaching to help students effectively understand scientific
concepts and changing events. In addition, most participants (71.9%) Slightly agreed or
strongly agreed or agreed that they use simulations in teaching to improve students'
understanding of an experimental process and to meet next generation scientific
standards, almost 74.7% of respondents slightly agreed or strongly agreed or agreed that
they use simulations in teaching to improve students' learning activities. On the other
hand, most respondents 67.5% either slightly agree or strongly agree or agree that they
use simulations in teaching to teach the results of experimental work.
Table 3
Use of simulations in teaching
Cronbach's Alpha Number of items
.957 6
FreStrongly quDisagree ency andDisagree PercenSlightly tadisagree ge (%)Slightly agree Agree Strongly Agree Mean Standard deviation
1-I use simulations in my class to
15 6 5 11 46 31
help students understand changing 4,40 1,671
13,2% 5,3% 4,4% 9,6% 40,4% 27,2%
events.
2-I use simulations in my class to
15 7 4 10 43 35
help students effectively 4,44 1,704
13,2% 6,1% 3,5% 8,8% 37,7% 30,7%
understand scientific concepts.
3-I use simulations to improve the 15 7 7 5 39 41
4,48 1,751
learning activities of my students 13 ,2% 6,1% 6,1% 4,4% 34,2% 36,0%
4-I use simulations in my lessons
10 11 11 14 42 26
to meet next generation scientific 4,27 1,581
8,8% 9,6% 9 ,6% 12, 3% 36,8% 22 ,8%
standards
5-I use simulations to teach the 13 17 7 11 36 30
4,14 1,749
results of experimental work. 11,4% 14,4% 14,4% 9,6% 31,6% 26,3%
6-I use simulations to improve
13 13 6 10 39 33
students' understanding of an 4,30 1,724
11,4% 11,4% 5,3% 8,8% 34,2% 28,9%
experimental process.
The results in Table 3 showed that most participants (over 73.4 %) chose "Slightly
agree" or "Strongly agree" or "Agree" as their response on all items, while (11.86 %)
chose "Strongly disagree". Among all items, the highest mean was item 3 (I use
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284 Science Teachers' Views on the Use and Effectiveness of …

simulations to improve the learning activities of my students) (M = 4.48; SD = 1.751)
followed by item 2 (I use simulations in my class to help students effectively understand
scientific concepts) (M = 4.44; SD = 1.704). On the other hand, the lowest mean was
item 5 (I use simulations to teach the results of experimental work). (M = 4.14; AND =
1.749).
Table 4
Effects of interactive simulations on student learning in science
Cronbach's Alpha Number of items
.953 6
Strongly Disagree Disagree Slightly disagree Slightly agree Agree Strongly Agree n dard ation
Frequency and Percentage (%) Mea Standevi
1- Simulations help my
13 4 5 16 49 27
students to concretize 4,45 1,552
11,4% 3,5% 4,4% 14,0% 43,0% 23,7%
what they learn in class
2- Simulations help my
14 3 5 14 52 26
students to reflect on 4,45 1,563
12,3% 2,6% 4,4% 12,3% 45,6% 22,8%
scientific phenomena
3-The simulations offer
my students the
opportunity to make 13 7 5 22 40 27
4,32 1,593
judgments about 11,4% 6,1% 4,4% 19,3% 35,1% 23,7%
different aspects of
scientific phenomena.
4- Simulations help my
students to visualize 13 4 5 16 44 32
4,49 1,581
scientific phenomena in 11,4% 3,5% 4,4% 14,0% 38,6% 28,1%
their brain
5- Simulations motivate
my students to learn 9 4 10 12 44 35
4,61 1,485
more about scientific 7,9% 3,5% 8,8% 10,5% 38,6% 30,7%
research in the future
6- Simulations help my
students improve their 12 4 13 18 41 26
4,32 1,548
cumulative grade point 10,5% 3,5% 11,4% 15,8% 36,0% 22,8%
average.
Table 4 above shows the effect of interactive simulations on student learning in physical
science - chemistry and life and earth sciences. It shows that most respondents are aware
of the goodness and usefulness of interactive simulations in education. Most respondents
agreed that the use of simulations helps students concretize what they learn in class (M =
4.45, SD = 1.552), reflect on scientific phenomena (M = 4.45, SD = 1.563) and
visualize scientific phenomena in their brain (M = 4.49, SD = 1.581) with a score of 92
(80.7%) slightly agree or strongly agree. In addition, most respondents felt that the use
of simulations in the classroom motivates students to learn more about scientific
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Ben Ouahi, Lamri, Hassouni & Al Ibrahmi 285
research in the future (M = 4.61; SD = 1.485) with a score of 91 (79.8%) slightly agree
or agree, or strongly agree. Then, based on the data obtained, it also shows that the use
of interactive simulations in teaching provides students with the opportunity to make
judgements about different aspects of scientific phenomena (M = 4.32; SD = 1.593)
with a score of 89 (78.1%).
Obstacles Influencing the use of interactive simulations in the classroom
To identify the nature of the obstacles that prevent teachers from using interactive
simulations in the classroom, we programmed a multiple-choice question, the answers to
which are illustrated in Figure 3.

Figure 3
Obstacles influencing the use of simulations in the classroom
Based on the data provided in Figure 3 on obstacles to the use of interactive simulations,
most of the physics-chemistry and life and earth sciences teachers stated that the lack of
technological tools in their schools (77.19%), lack of in-service teacher training
(60.53%) and the overcrowding of students in class (45.61%) are the main obstacles that
hinder the use of simulations in the classroom. Most teachers (43.86%) agreed that all
the ICT tools provided to their school are wasted due to their limited experience with
ICT. Other teachers (42.11%) feel that there is not enough time to use the simulations.
The minority of teacher respondents stated that there is a lack of confidence regarding
the use of simulations and have limited skills regarding the use of simulations (20.18%),
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while (21.05%) of teachers feel that the pedagogical approaches adopted by the
educational system negatively influence the use of simulations and only (19.30%) of
them state that there is stress from the educator when using simulations.
DISCUSSION
The results of our study show that most of science teachers use the investigative
approach when using interactive simulations in the classroom. They appear as teaching
approaches aiming at the same time at the acquisition of knowledge and know-how of a
technical or methodological nature. The results are consistent with the conclusions of
research by (Jemaa & Boilevin, 2016) which confirmed that a simulation-based teaching
session based on the investigative approach can help students overcome their learning
difficulties, and partly solve a widespread misconception problem, and that the
inductive teaching method can be one of the sources of difficulties in learning scientific
concepts. In addition, several international studies have shown some effectiveness of
inquiry-based science education (Boilevin, 2013). Because it is based on questioning
and investigation where the learner is placed at the center of the action of his learning,
questions himself, acts in a reasoned manner and communicates to build his learning
while being an actor in scientific activities (Darley, 2007).
Our result shows that most teachers (37.70%) use interactive simulations in the
classroom instead of the practical experiments programmed in the textbook, due to the
problems of shortage of experimental materials (Chekour et al., 2015) and the delicacy
of certain experiments or their dangerous characteristics. In this sense, studies (Rotimi et
al., 2012; Smetana & Bell, 2012) emphasize that simulations minimize the high cost of
laboratories, shorten the duration of time-consuming experiments, provide a safe
environment for dangerous experiments, and motivate students, leading to active
participation. In addition, studies(Price et al., 2018; Carl E. Wieman et al., 2008) have
shown that simulation adds value by allowing activities that are not possible with
classroom materials, and helps overcome logistical obstacles and lack of laboratory
equipment, which is consistent with our finding. Other teachers (32.5%) use simulations
before practical experiments (pre-laboratory simulation). This type of use is reasonable
when the material that learners will find in the laboratory is complex and expensive, and
the risk of material damage due to misuse cannot be ignored and to improve the
efficiency of the laboratory equipment (Martinez-Jimenez et al., 2003; Zacharia, 2007),
while some teachers (19.30%) use it after the experiments to choose other conditions in
the experiment (elimination of friction, temperature, pressure,).
The results of this study indicate that most teacher respondents believe that the use of
interactive simulation can play a role in improving the quality of teaching and learning,
because its use in the classroom can help students understand changing events, learn
concepts more easily without getting bored and improve their understanding of the
experimental process. This is due to the contribution of simulation to clarify exact things
that cannot be observed with the naked eye and has helped to correct some
misconceptions (Kolcak et al., 2014). It also enhances students' learning activities, and
teaches the results of scientific experiments, leading to improved student achievement.
This result is similar to studies (Hursen, C., & Asiksoy, 2015) ;(Odom et al., 2010). As a
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